Addressing Behavior in the Cafeteria

Site Discipline System

Parents / Families

At Olinder’s Fall 2012 Open House, the PBIS team designed this wheel for parents and students to play as they walked around the health fair that night. They could spin the wheel and were asked two questions: one about “fun science facts about owls” and the other question about expectations, rules, or locations on the behavior expectations matrix which was on a poster at the table.

Site Discipline System

Burnett Middle: Reflection, Respect and Responsibility (RRR)

Positive Behavior Interventions and Support is a program supported by San Jose Unified School District to promote and maximize student academic achievement and behavioral competence. It’s a school-wide strategy for helping all students achieve important social and learning goals.

We know that when good behavior and good teaching come together, our students will excel in their learning. Burnett Middle School is proud to be a part of this exciting initiative.

Behavior at Recess

Recess play is an essential part of a student’s development and health. It gives students a chance to practice and use what they are learning and has a vital connection to their education. Bachrodt asks families to review the playground rules and agree to follow them. Bachrodt Student Yard Recess Rules.pdf

SJUSD Schools Implementing PBIS

Below is a table listing those San Jose Unified schools currently implementing PBIS in San Jose Unified. To see more details of our schools and examples of how they’re implementing a positive behavior framework, please click on the school name in the right column.

List of schools to follow.

District PBIS Contacts

If you have questions about Positive Behavioral Interventions and Supports in San Jose Unified, please contact PBIS Manager Melani Amaris at .(JavaScript must be enabled to view this email address) or (408) 535-6195 ext. 13227

The PBIS Process

a. Commitment - ensure at least 80% of the staff support implementing PBIS to improve the social culture on the campus.

b. Establish a site-based PBIS leadership team with strong administrative support and school-wide representation, including grade or subject level representation, behavior professionals, and other support staff. May or may not include 1 parent. At the high school level, there should be at least 1 student representative.

c. Principal agrees to be the “voice” of PBIS, leading and promoting the efforts, and allowing time for team to share ideas and get feedback from staff at staff meetings.

d. Complete team, including principal, agree to be trained once/year for a full day at the district office, and a second possible collaboration day second semester.

e. PBIS team meets twice monthly in first few years of implementation and then every 3-4 weeks thereafter to ensure fidelity of ongoing implementation and sustainability.

f. PBIS team develops a healthy system of meeting including agendas, capturing and distributing meeting minutes, setting and meeting deadlines, analyzing data, and working offline between meetings to continue momentum.

a. Develop 3-5 broad behavior expectations that are applied school-wide and apply to all students and staff.

b. Develop a school-wide behavioral matrix composed of approximately 20 or fewer behavior rules that are aligned to the 3-5 behavior expectations and specific locations in the school where the most problem behaviors occur. Rules should be specific, measurable, age appropriate, succinct, and stated in positive wording. Rules may be repeated but should be repeated across a specific expectation.

d. Teachers should be given training on how to incorporate better classroom behavior support systems such as:
- Teachers should define and post 5 or fewer classroom rules aligned to the 3-5 school-wide behavior expectations. Rules should be specific, measurable, age appropriate, succinct, and stated in positive wording.
- Teachers should explicitly define their classroom procedures and teach them regularly to ensure higher rates of predictability for students.
- Teachers should develop, post and teach a continuum of responses to students’ negative behaviors that is closely aligned to the school’s discipline flow chart for minor problem behaviors
- Teachers should develop, post and teach a continuum of responses to students’ appropriate or expected behaviors that includes high rates of verbal reinforcement plus use of the school-wide behavior token system (i.e. ticket, bucks) and any classroom token systems.

a. Acknowledge expected behavior and use tangible rewards and acknowledgements (i.e. gotchas, coupons, etc.), intrinsic rewards (i.e. extra time at P.E., get out of school early, etc.) and social recognition (ie. name in bulletin board/newsletter, name over intercom, behavior assemblies, kid-nominated procedures).

b. Use verbal positive reinforcement of the behavior, not the individual, in high rates (4 positives for every 1 correction).

c. Increase higher rates of positive contact and reinforcement in general amongst all staff, promoting a more positive and nurturing environment where all students feel valued and recognized.

a. Develop an agreement about which behaviors are handled by staff (minor problem behaviors necessitating verbal re-directions, teacher consequence, pre-correction and restatement of expected behaviors, etc.) and which are handled by the office (major problem behaviors).

b. Define the school’s minor and major problem behaviors with detailed description and examples as a resource for all staff, students and families.

c. Develop an office referral behavior form to track major problem behaviors.

a. Utilize the Schoolwide Information System (SWIS) data management system to track all major behavior referrals (optional to track minor behavior referrals).